Las estrategias de aprendizaje del estudiantado en lenguas extranjeras: caso de Costa Rica
Students’ learning strategies in foreign languages: the case of Costa RicaBarra lateral del artículo
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Este artículo busca describir las estrategias de aprendizaje utilizadas por el estudiantado en lenguas extranjeras en algunos componentes de la lengua como la pronunciación, la gramática y el vocabulario durante el confinamiento de 2020 al 2022 en Costa Rica. Se trata de una investigación de tipo cualitativa descriptiva que presenta los resultados de manera estadística y porcentual. Se empleó el muestreo probabilístico simple para reclutar a la población participante, a la cual se le envió un consentimiento informado y un cuestionario en línea entre junio a septiembre de 2022. En lo referente a los resultados estos fueron analizados según la Taxonomía de Oxford (1990) que organiza las estrategias de aprendizaje en dos grandes grupos: las directas (memoria, cognitivas, compensación y las indirectas (metacognitivas, afectivas y sociales). A través del análisis de los datos obtenidos se concluye que las estrategias directas se imponen ante las indirectas en cuanto al estudio de la gramática y el vocabulario y que para el estudio de la pronunciación coexisten varias estrategias directas e indirectas en el proceso de aprendizaje de la lengua meta.
This article seeks to describe the learning strategies used by foreign language students in some language components such as pronunciation, grammar and vocabulary during the confinement from 2020 to 2022 in Costa Rica. This is a descriptive qualitative research that presents the results in statistical and percentage form. Simple probability sampling was used to recruit the participant population, who were sent an informed consent and an online questionnaire between June and September 2022. The results were analyzed according to the Oxford Taxonomy (1990), which organizes learning strategies into two main groups: direct (memory, cognitive, compensation) and indirect (metacognitive, affective and social). From the analysis of the data obtained, it is concluded that direct strategies prevail over indirect strategies in the study of grammar and vocabulary, and that for the study of pronunciation, several direct and indirect strategies coexist in the process of learning the target language.
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